USE OF THE TEACHER REPORT FORM AND THE DEVEREUX BEHAVIOR RATING SCALE-SCHOOL FORM WITH LEARNING DISORDERED EMOTIONALLY DISORDERED STUDENTS

Analyzed group differences for 50 regular-education students and a mat ched sample of 50 students with both learning disorders and concomitan t emotional problems (LD/ED). The samples were matched on age, race, a nd sex. All subjects were rated by their teachers using the Teacher Re port Form of the Child Behavior Checklist (CBCL-TRF; Achenbach & Edelb rock, 1986) and the new Devereux Behavior Rating Scale-School Form (DB RS-SF; Naglieri, LeBuffe, & Pfeiffer 1993). The DBRS-SF Total Test sta ndard scores earned by the LD/ED sample was significantly higher than that earned by the normal sample. The CBCL-TRF T-score earned by the m ean LD/ED sample was also significantly higher than that earned by the normal sample. Analyses of the accuracy of identification, using a cu toff score fo 2 SD above the mean, found that the CBCL-TRF and the DBR S-SF correctly identified 49% and 77% of the total sample, respectivel y. These results indicated that the two scales differed in their effec tiveness for this sample.